From advising to mentoring: Toward proactive mentoring in health service psychology doctoral training programs.

Cobb, Cory L.; Zamboanga, Byron L.; Xie, Dong; Schwartz, Seth J.; Meca, Alan; Sanders, G. Lawrence

doi:10.1037/tep0000187

Cited by 23 publications

(41 citation statements)

References 31 publications

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“…Informal and flexible mentoring has been considered a requisite as substantiated in several studies related to the workplace (Singh et al, 2002). Mentoring has also been considered as an integral part of training programs (Cobb et al, 2018) and traditional internships (Chao et al, 1992). As mentioned above, mentoring is a necessity in traditional as well as e-internships, and key roles of a mentor include clarifying communication, limiting ambiguity and reducing uncertainty (Jeske and Linehan, 2020).…”

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

Maini

Sachdeva

Mann

2021

HESWBL

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PurposeThe objective of this research is to explore factors that influence interns' satisfaction (is) toward the e-internship program, an alternate adopted by management institutes in lieu of the regular summer internship amidst the global pandemic, coronavirus disease 2019 (COVID-19).Design/methodology/approachA cross-sectional research design with a self-reported questionnaire was conducted on business school (B-school) interns to rate the factors that contribute to their e-internship satisfaction. Structural equation modeling was used to examine the responses obtained from 203 B-school interns with a diverse demographic background belonging to a government university of North India. Convenience sampling was employed to get valid responses from interested respondents.FindingsResults revealed that although all the four factors under consideration, faculty mentors' preparedness (FMP), industry mentors' preparedness (IMP), interns' readiness toward online internship and interns' Internet efficacy (IIE) are significantly related to IS, industry mentors' role was found to have a major impact on the IS. The study unravels that industry mentors' interaction has a potential role in the successful implementation of e-internships.Research limitations/implicationsThe study has implications for the university as well as the companies to ponder on factors that satisfy interns during the virtual internship and designing an effective internship program by having a collaborative approach.Originality/valueThere is a dearth of empirical studies on internships in general and e-internship in particular, so this study fills the gap and contributes to the existing literature and provides ways to satisfy B-school interns toward e-internship by addressing the key factors.

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Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

Maini

Sachdeva

Mann

2021

HESWBL

View full text Add to dashboard Cite

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“…In the e-internship context mentoring can be a useful alternative approach due to its flexibility, and the option to keep interactions informal and need-focused. The merit of informal (as in more individually agreed and flexible) mentoring arrangements has been demonstrated in a number of studies in the workplace (Singh et al , 2002), training programs (Cobb et al , 2018) and traditional internships (Chao et al , 1992). The informal and thus predominantly flexible and relationship-based nature of these e-internships may be more conducive to developing increasingly natural and rewarding relationships (Jeske and Axtell, 2018a), particularly when the e-internships are of longer duration (e.g.…”

Section: Mentoring In E-internshipsmentioning

confidence: 99%

Mentoring and skill development in e-Internships

Jeske

Linehan

2020

JWAM

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PurposeMany employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly e-internships that require remote working with employers. However, little is known about the extent to which e-internships present learning opportunities to such e-interns.Design/methodology/approachThe current study examined mentoring experiences among a cross-sectional sample of 158 e-interns working for different companies. Data were collected using an online survey in two data collection rounds.FindingsThe length of the e-internships did not increase mentoring satisfaction, but the likelihood of e-interns having a mentor was higher the longer the e-internships. Mentoring was offered irrespective of working hours per week. Mentoring increased reported skill development, particularly in relation to their communication skills and their ability to think strategically about problems. In addition, mentored e-interns were more likely to have opportunities to cooperate with and help others. They likewise had opportunities to share information, knowledge and experiences.Research limitations/implicationsThe study recruited interns from various countries. Potentially relevant cultural differences were not explored as part of this study.Practical implicationsThe results demonstrate that the benefits of mentoring observed in relation to traditional internships can be fostered in e-internships. E-internships represent an opportunity for managers and employees, regardless of company size, to become mentors. E-internships thus represent another work-integrated as well as work-applied learning and skill development opportunity that creates additional options for many interns and organisations alike.Originality/valueThe evidence suggests that mentoring is becoming a regularly available feature for virtual and temporary workers such as e-interns, many of which are hired for short-term projects. As remote working has become a standard practice, e-internships are on the rise – and worthy of further study in order to promote best practices.

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“…Broughton et al (2019) suggested that intentionality in mentoring practices includes purposeful and systematic engagement, particularly in areas of cultural competency and awareness. Mentoring practices that extend beyond advising are more a reflection of the department and institutional beliefs and actions in terms of commitment to direct engagement of empirical research, collaborative scholarly work and a more enhanced academic community (Cobb et al , 2018). In this study, intentionality is framed in the following two ways: intentional cultural awareness and training.…”

Section: Resultsmentioning

confidence: 99%

STEM doctoral mentoring: a call for a conscious, culturally responsive journey

Sanczyk

Merriweather

Howell

et al. 2021

IJMCE

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PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

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From advising to mentoring: Toward proactive mentoring in health service psychology doctoral training programs.

Cited by 23 publications

References 31 publications

Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

Unveiling business school interns' satisfaction toward online summer internship program amid COVID-19

Mentoring and skill development in e-Internships

STEM doctoral mentoring: a call for a conscious, culturally responsive journey

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